Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2052
E. Smirnova
Abstract Syntactic complexity has been extensively approached in the fields of corpus linguistics and academic discourse studies. However, works focusing on disciplinary variation in terms of linguistic complexity and comparison of professional and novice academic writing are scarce. Addressing these issues is likely to have important implications for EAP/ESP practitioners in terms of selection of target structures and learning material design. This study is a corpus analysis of the use of clausal complexity features in two social sciences, management and economics. The research is based on two kinds of corpora: expert corpora which comprise articles published in peer-reviewed journals, and learner corpora of L2 undergraduate students’ research papers. This work aims at answering two questions: Do clausal complexity features vary in the texts in management and economics? What are the differences in syntactic use between the academic texts written by professional authors and learner writing? The data showed that economists and managers tend to use the structures under consideration with significantly different frequencies. The professional writing was found to demonstrate more signs of clausal complexity than the learners’ texts.
{"title":"Clausal complexity of expert and student writing: a corpus-based analysis of papers in social sciences","authors":"E. Smirnova","doi":"10.1515/cercles-2022-2052","DOIUrl":"https://doi.org/10.1515/cercles-2022-2052","url":null,"abstract":"Abstract Syntactic complexity has been extensively approached in the fields of corpus linguistics and academic discourse studies. However, works focusing on disciplinary variation in terms of linguistic complexity and comparison of professional and novice academic writing are scarce. Addressing these issues is likely to have important implications for EAP/ESP practitioners in terms of selection of target structures and learning material design. This study is a corpus analysis of the use of clausal complexity features in two social sciences, management and economics. The research is based on two kinds of corpora: expert corpora which comprise articles published in peer-reviewed journals, and learner corpora of L2 undergraduate students’ research papers. This work aims at answering two questions: Do clausal complexity features vary in the texts in management and economics? What are the differences in syntactic use between the academic texts written by professional authors and learner writing? The data showed that economists and managers tend to use the structures under consideration with significantly different frequencies. The professional writing was found to demonstrate more signs of clausal complexity than the learners’ texts.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"453 - 475"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43280989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2058
J. Duarte
Abstract It is undeniable that English has become the worldwide lingua franca for the academic world. Many countries have therefore opted for Higher Education programmes fully in English, of which the Netherlands is the frontrunner. Language policies that include drawing on students plurilingual repertoires could offer the opportunity to employ several languages in the classroom (Duarte and van der Ploeg 2019). Although the attitudes of lecturers have been studied before, students are often overlooked when creating language policies and in particular students in language-related courses. This mixed-method study aimed to map the affordances and constraints associated with the implementation of a plurilingual policy from the students’ perspective. First, 20 h of classroom observations showed that plurilingual approaches were used when explaining concepts, yet were refrained from when struggling with the language of instruction. Second, a survey with 103 students attending language-related courses showed general positive attitudes towards using plurilingual approaches, in which being proficient in a large number of languages played a significant role. Overall, the affordances of a plurilingual policy, such as new ways of thinking, and the use of a student’s full linguistic repertoire, surpassed the constraints, such as the lack of inclusion, and as a result, the advantage for Dutch students was mentioned.
摘要不可否认，英语已经成为学术界的世界通用语。因此，许多国家选择了全英文的高等教育课程，荷兰是其中的领跑者。包括利用学生多语言曲目在内的语言政策可以提供在课堂上使用多种语言的机会（Duarte和van der Ploeg，2019）。尽管以前已经研究过讲师的态度，但在制定语言政策时，学生往往被忽视，尤其是语言相关课程的学生。这项混合方法研究旨在从学生的角度绘制与多语言政策实施相关的可供性和约束。首先，20小时的课堂观察表明，在解释概念时使用了多语言方法，但在与教学语言作斗争时却没有使用。其次，一项针对103名参加语言相关课程的学生的调查显示，他们对使用多语言方法普遍持积极态度，精通大量语言在其中发挥了重要作用。总的来说，多语言政策的可供性，如新的思维方式和学生完整语言库的使用，超过了限制，如缺乏包容性，因此，荷兰学生的优势被提及。
{"title":"The implementation of plurilingual language policies in Higher Education – the perspective of language learning students","authors":"J. Duarte","doi":"10.1515/cercles-2022-2058","DOIUrl":"https://doi.org/10.1515/cercles-2022-2058","url":null,"abstract":"Abstract It is undeniable that English has become the worldwide lingua franca for the academic world. Many countries have therefore opted for Higher Education programmes fully in English, of which the Netherlands is the frontrunner. Language policies that include drawing on students plurilingual repertoires could offer the opportunity to employ several languages in the classroom (Duarte and van der Ploeg 2019). Although the attitudes of lecturers have been studied before, students are often overlooked when creating language policies and in particular students in language-related courses. This mixed-method study aimed to map the affordances and constraints associated with the implementation of a plurilingual policy from the students’ perspective. First, 20 h of classroom observations showed that plurilingual approaches were used when explaining concepts, yet were refrained from when struggling with the language of instruction. Second, a survey with 103 students attending language-related courses showed general positive attitudes towards using plurilingual approaches, in which being proficient in a large number of languages played a significant role. Overall, the affordances of a plurilingual policy, such as new ways of thinking, and the use of a student’s full linguistic repertoire, surpassed the constraints, such as the lack of inclusion, and as a result, the advantage for Dutch students was mentioned.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"367 - 389"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44910907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2061
Kashmir Kaur
Abstract This paper is an activity report that draws on the experience of embedding sustainability into the mainstream curriculum in the Language Centre, School of Languages, Cultures and Societies at the University of Leeds, UK. It describes and reflects on programmes that delivered the concept of sustainability and how learners developed their academic and sustainability literacies. The programmes in question are Language for Engineering and Language in Context Sustainability module. These programmes are developed and delivered in the context of English for Academic Purposes to pre-sessional postgraduate and undergraduate international students. The former programme prepares students for their postgraduate studies in the receiving schools, such as Engineering, Computer Science and Transport. The latter is an elective programme for a cross-discipline student cohort primarily to develop language specific to the concept of sustainability. Both programmes focus on expanding subject specific lexis and developing criticality skills. Positive student engagement and response – student feedback – is an effective indicator that there is a demand for programmes in the mainstream curriculum that promote sustainability literacies. It is time for sustainability to move from the margins and occupy its place at the forefront in language learning.
{"title":"Embed sustainability in the curriculum: transform the world","authors":"Kashmir Kaur","doi":"10.1515/cercles-2022-2061","DOIUrl":"https://doi.org/10.1515/cercles-2022-2061","url":null,"abstract":"Abstract This paper is an activity report that draws on the experience of embedding sustainability into the mainstream curriculum in the Language Centre, School of Languages, Cultures and Societies at the University of Leeds, UK. It describes and reflects on programmes that delivered the concept of sustainability and how learners developed their academic and sustainability literacies. The programmes in question are Language for Engineering and Language in Context Sustainability module. These programmes are developed and delivered in the context of English for Academic Purposes to pre-sessional postgraduate and undergraduate international students. The former programme prepares students for their postgraduate studies in the receiving schools, such as Engineering, Computer Science and Transport. The latter is an elective programme for a cross-discipline student cohort primarily to develop language specific to the concept of sustainability. Both programmes focus on expanding subject specific lexis and developing criticality skills. Positive student engagement and response – student feedback – is an effective indicator that there is a demand for programmes in the mainstream curriculum that promote sustainability literacies. It is time for sustainability to move from the margins and occupy its place at the forefront in language learning.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"605 - 616"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44248858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2054
Jelena O’Reilly, Verónica García-Castro
Abstract Although foreign language anxiety (FLA) and student engagement have both been found to have significant effects on a number of behavioural and academic outcomes for language students (Awan et al. 2010, Gargalianou et al. 2016). FLA is poorly understood in university students studying English as a second language. However, limited research shows it is present (Haley et al. 2015). Additionally, the relationship between FLA and student engagement has seldom been explored. Therefore, the present exploratory study investigated the relationship between FLA and online learning in university students, particularly focusing on online learning as the new mode of instruction since the start of the COVID-19 pandemic. We wanted to explore to what extent FLA is present among international students studying in L2 English at UK universities and whether FLA affects engagement with online learning. We tested 65 international students, studying at UK universities, using two newly developed scales for measuring FLA and student engagement with online learning. Participants completed an online questionnaire with background questions, the FLA scale, and the students’ engagement scale. The results of our multiple linear regression analyses suggest that FLA has a significant negative influence on students’ engagement with online learning.
{"title":"Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic","authors":"Jelena O’Reilly, Verónica García-Castro","doi":"10.1515/cercles-2022-2054","DOIUrl":"https://doi.org/10.1515/cercles-2022-2054","url":null,"abstract":"Abstract Although foreign language anxiety (FLA) and student engagement have both been found to have significant effects on a number of behavioural and academic outcomes for language students (Awan et al. 2010, Gargalianou et al. 2016). FLA is poorly understood in university students studying English as a second language. However, limited research shows it is present (Haley et al. 2015). Additionally, the relationship between FLA and student engagement has seldom been explored. Therefore, the present exploratory study investigated the relationship between FLA and online learning in university students, particularly focusing on online learning as the new mode of instruction since the start of the COVID-19 pandemic. We wanted to explore to what extent FLA is present among international students studying in L2 English at UK universities and whether FLA affects engagement with online learning. We tested 65 international students, studying at UK universities, using two newly developed scales for measuring FLA and student engagement with online learning. Participants completed an online questionnaire with background questions, the FLA scale, and the students’ engagement scale. The results of our multiple linear regression analyses suggest that FLA has a significant negative influence on students’ engagement with online learning.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"409 - 427"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46382356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2059
P. Molina
Abstract Sustainable literacy in language learning and teaching is a relatively new area of research. The majority of volumes and articles have been published since 2010. This bibliographical review traces the main factors influencing the development of sustainable literacy in foreign language (FL) learning and teaching: ecolinguistics, the ecology movement, and environmental humanities. The author delves into the origins of education for sustainable development (ESD) in FL teaching and highlights the impact that American FL academics have had in enhancing ESD through curricular and module design. This teaching and learning enhancement is connected with the publication of the Modern Languages Association report in 2007, which called for the renovation of FL education in Higher Education due to a decrease in the number of students interested in learning languages. The article continues with a description of the main common features among the main publications. The bibliographical review ends outlining the two main edited volumes in this field.
{"title":"Bibliographical review on sustainable literacy in language learning and teaching","authors":"P. Molina","doi":"10.1515/cercles-2022-2059","DOIUrl":"https://doi.org/10.1515/cercles-2022-2059","url":null,"abstract":"Abstract Sustainable literacy in language learning and teaching is a relatively new area of research. The majority of volumes and articles have been published since 2010. This bibliographical review traces the main factors influencing the development of sustainable literacy in foreign language (FL) learning and teaching: ecolinguistics, the ecology movement, and environmental humanities. The author delves into the origins of education for sustainable development (ESD) in FL teaching and highlights the impact that American FL academics have had in enhancing ESD through curricular and module design. This teaching and learning enhancement is connected with the publication of the Modern Languages Association report in 2007, which called for the renovation of FL education in Higher Education due to a decrease in the number of students interested in learning languages. The article continues with a description of the main common features among the main publications. The bibliographical review ends outlining the two main edited volumes in this field.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"513 - 524"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49526312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2062
Mirja S. Hämäläinen
Abstract The urgency for education to participate in the plan of action of the UN 2030 Agenda for Sustainable Development (SD) poses challenges to language education in university language centers. This paper discusses the potential of Higher Education (HE) language center courses to provide students with the knowledge and skills of inclusive, respectful, and equal communication needed in promoting SD and global citizenship. Education for sustainable development (ESD) in language teaching often focuses on integrating the content of SD topics into the language course. This paper focuses on the skills dimension and reports on a case study of a dialogue approach, a pedagogical method that could be central in ESD. A two-credit optional B2-C1 CEFR level university English course with the name Dialogue: Constructive Talk at Work is described to give a practical example of how to bring ethical thinking and interaction into an HE language classroom, by introducing the ethical concepts of Bohmian dialogue to students, and by creating a safe place for them to practice ethical dialogue through English as a lingua franca (ELF). The reflections of one group for this case study were analyzed to show how a dialogue approach to teaching ethical communication, interaction and collaboration can raise students’ awareness of using ELF in ethical dialogue and perhaps transform their ways of thinking and interacting. The student reflections showed that the pedagogical dialogue method has potential in developing abilities needed in ESD as well as in working life.
{"title":"Ethics, Dialogue and English as a Lingua Franca for ESD in Higher Education","authors":"Mirja S. Hämäläinen","doi":"10.1515/cercles-2022-2062","DOIUrl":"https://doi.org/10.1515/cercles-2022-2062","url":null,"abstract":"Abstract The urgency for education to participate in the plan of action of the UN 2030 Agenda for Sustainable Development (SD) poses challenges to language education in university language centers. This paper discusses the potential of Higher Education (HE) language center courses to provide students with the knowledge and skills of inclusive, respectful, and equal communication needed in promoting SD and global citizenship. Education for sustainable development (ESD) in language teaching often focuses on integrating the content of SD topics into the language course. This paper focuses on the skills dimension and reports on a case study of a dialogue approach, a pedagogical method that could be central in ESD. A two-credit optional B2-C1 CEFR level university English course with the name Dialogue: Constructive Talk at Work is described to give a practical example of how to bring ethical thinking and interaction into an HE language classroom, by introducing the ethical concepts of Bohmian dialogue to students, and by creating a safe place for them to practice ethical dialogue through English as a lingua franca (ELF). The reflections of one group for this case study were analyzed to show how a dialogue approach to teaching ethical communication, interaction and collaboration can raise students’ awareness of using ELF in ethical dialogue and perhaps transform their ways of thinking and interacting. The student reflections showed that the pedagogical dialogue method has potential in developing abilities needed in ESD as well as in working life.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"547 - 565"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44449468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2060
O. Gabaudan
Abstract With Education for Sustainable Development (ESD) gathering momentum in Irish universities and elsewhere, this paper provides insights into a language curriculum re-designed around the Sustainable Development Goals, thus responding to the urgency of the global challenges encapsulated in Agenda 2030 (UNESCO. 2016. Transforming our world: the 2030 agenda for sustainable development. https://documents-dds-ny.un.org/doc/UNDOC/GEN/N15/291/89/PDF/N1529189.pdf?OpenElement (accessed 13 March 2022); UNESCO. 2021. Reimagining our futures together: a new social contract for education. Report from the International Commission on the Futures of Education. https://reliefweb.int/report/world/reimagining-our-futures-together-new-social-contract-education (accessed 13 March 2022)). The revisited language curriculum that used ESD as a driving principle, is a final year undergraduate module entitled Current Affairs in France and francophone countries. The outcome of the review is a strong integration of content and assessments following the sustainability agenda, as well as a broader coverage, contextualization and understanding of the sustainability agenda for students of this module than before. The paper details some of the new content and assessment methods. It also reports on the lecturer’s observations and a small-scale student survey that shows an overwhelming support for the initiative. Overall, this paper aims to encourage practitioners to re-think their curriculum in light of the SDGs as a means of enhancing relevance and depth to students’ learning while also bringing new perspectives to lecturers’ practice.
{"title":"On a journey towards Education for Sustainable Development in the foreign language curriculum","authors":"O. Gabaudan","doi":"10.1515/cercles-2022-2060","DOIUrl":"https://doi.org/10.1515/cercles-2022-2060","url":null,"abstract":"Abstract With Education for Sustainable Development (ESD) gathering momentum in Irish universities and elsewhere, this paper provides insights into a language curriculum re-designed around the Sustainable Development Goals, thus responding to the urgency of the global challenges encapsulated in Agenda 2030 (UNESCO. 2016. Transforming our world: the 2030 agenda for sustainable development. https://documents-dds-ny.un.org/doc/UNDOC/GEN/N15/291/89/PDF/N1529189.pdf?OpenElement (accessed 13 March 2022); UNESCO. 2021. Reimagining our futures together: a new social contract for education. Report from the International Commission on the Futures of Education. https://reliefweb.int/report/world/reimagining-our-futures-together-new-social-contract-education (accessed 13 March 2022)). The revisited language curriculum that used ESD as a driving principle, is a final year undergraduate module entitled Current Affairs in France and francophone countries. The outcome of the review is a strong integration of content and assessments following the sustainability agenda, as well as a broader coverage, contextualization and understanding of the sustainability agenda for students of this module than before. The paper details some of the new content and assessment methods. It also reports on the lecturer’s observations and a small-scale student survey that shows an overwhelming support for the initiative. Overall, this paper aims to encourage practitioners to re-think their curriculum in light of the SDGs as a means of enhancing relevance and depth to students’ learning while also bringing new perspectives to lecturers’ practice.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"525 - 546"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66802802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2066
C. Argondizzo, Gillian Mansfield
{"title":"Research on sustainable development literacy and affective learning and teaching actions","authors":"C. Argondizzo, Gillian Mansfield","doi":"10.1515/cercles-2022-2066","DOIUrl":"https://doi.org/10.1515/cercles-2022-2066","url":null,"abstract":"","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"365 - 366"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41542261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2064
Vanessa Marcella, Yuliya Samofalova
Abstract This work is a contribution to the usefulness of climate-related authentic material for pedagogical purposes in Higher Education. The two case studies had the aim of raising environmental awareness of a sustainable future among university students, while encouraging them to explore language use and draw their own conclusions and considerations through different methodologies. Specifically, we highlight how posts from the social networking platform Instagram can help learners with different levels of language proficiency in Higher Education, approach specific topics using authentic language samples and visual data, and simultaneously develop new skills that may be integrated within their field of study. The case studies occurred in a distance learning context at the University of Calabria and Humboldt University of Berlin. They present two possible ways of increasing climate change awareness among university students while applying data-driven and research-based learning interdisciplinary approaches to climate change communication.
{"title":"Data-driven and research-based learning approaches to environmental education in university contexts: two case studies in Italy and Germany","authors":"Vanessa Marcella, Yuliya Samofalova","doi":"10.1515/cercles-2022-2064","DOIUrl":"https://doi.org/10.1515/cercles-2022-2064","url":null,"abstract":"Abstract This work is a contribution to the usefulness of climate-related authentic material for pedagogical purposes in Higher Education. The two case studies had the aim of raising environmental awareness of a sustainable future among university students, while encouraging them to explore language use and draw their own conclusions and considerations through different methodologies. Specifically, we highlight how posts from the social networking platform Instagram can help learners with different levels of language proficiency in Higher Education, approach specific topics using authentic language samples and visual data, and simultaneously develop new skills that may be integrated within their field of study. The case studies occurred in a distance learning context at the University of Calabria and Humboldt University of Berlin. They present two possible ways of increasing climate change awareness among university students while applying data-driven and research-based learning interdisciplinary approaches to climate change communication.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"567 - 586"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43106440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2063
Ariane Ruyffelaert
Abstract Our society is affected by the climate crisis, which is largely a consequence of human activity. For this reason, the education and awareness of society plays a fundamental role. Spain and Andalusia are committed to the 17 sustainable development goals established by the United Nations and their fulfilment by 2030, representing an important part of the Challenges of Andalusian Society (CAS). One of the goals to be achieved is to “improve education, awareness and human and institutional capacity for climate change mitigation, adaptation and early warning”. Education and environmental awareness in relation to CAS remain one of the main challenges, especially in foreign language teaching and learning. By means of an innovative educational strategy, this project aims to address four CAS in university language learning/teaching of French as a foreign language (FFL): 1. Climate action, environment, resource and raw material efficiency, 2. Smart, green and integrated transport, 3. Safe, clean and efficient energy, and 4. Health, demographic change and social well-being. The aim is to train and raise awareness of key concepts among undergraduate students through the integration of the CAS as didactic units in FFL subjects of the Bachelor’s Degree in French Studies at the University of Granada (Spain). This project may well have a positive impact on the environmental attitude, interest and motivation of students towards the CAS and the acquisition of linguistic competences in the French language.
{"title":"Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal","authors":"Ariane Ruyffelaert","doi":"10.1515/cercles-2022-2063","DOIUrl":"https://doi.org/10.1515/cercles-2022-2063","url":null,"abstract":"Abstract Our society is affected by the climate crisis, which is largely a consequence of human activity. For this reason, the education and awareness of society plays a fundamental role. Spain and Andalusia are committed to the 17 sustainable development goals established by the United Nations and their fulfilment by 2030, representing an important part of the Challenges of Andalusian Society (CAS). One of the goals to be achieved is to “improve education, awareness and human and institutional capacity for climate change mitigation, adaptation and early warning”. Education and environmental awareness in relation to CAS remain one of the main challenges, especially in foreign language teaching and learning. By means of an innovative educational strategy, this project aims to address four CAS in university language learning/teaching of French as a foreign language (FFL): 1. Climate action, environment, resource and raw material efficiency, 2. Smart, green and integrated transport, 3. Safe, clean and efficient energy, and 4. Health, demographic change and social well-being. The aim is to train and raise awareness of key concepts among undergraduate students through the integration of the CAS as didactic units in FFL subjects of the Bachelor’s Degree in French Studies at the University of Granada (Spain). This project may well have a positive impact on the environmental attitude, interest and motivation of students towards the CAS and the acquisition of linguistic competences in the French language.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"617 - 626"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47650629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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